UNDESIRED BEHAVIOUR IDENTIFICATION Tyrone’s undesired behaviour is throwing furniture’s or objects to the floor. A scowl will often appear on his face before he shows this behaviour. FREQUENCY Tyrone would throw furniture’s or objects to the floor to gain staff attention (3) three times a day. HYPOTHESIS STATEMENT Sometimes, when preferred staffs are preoccupied with other participants doing activities at the day program and attention is not directly given to Tyrone, Tyrone engages in aggressive behaviours which includes throwing furniture’s or objects to the floor. This is most likely to happen when Tyrone lacks one-one attention from staff at the day program. BEHAVIOUR CHANGE GOALS REDUCTION OF PROBLEM BEHAVIOUR Tyrone would throw furniture’s …show more content…
Rationale Tyrone will learn how to gently touch the shoulders or arms of preferred or assigned staff to interact with him regularly when he lacks attention. This method will give staff a prompt as to when Tyrone desires attention. By staff being out of reach is a setting variable that increases the likelihood that the undesired behaviour will be shown. Ensuring that staffs are available would reinforce the desired behaviour by immediately responding to the appropriate attempt because it will benefit Tyrone with behavioural challenges such as throwing furniture’s or objects to the floor. Instructions Any member of staff assigned to Tyrone must ensure to attach a printed note to the notice board reminding all staff to ensure that throughout the day whenever Tyrone approaches them applying a gently touch to their shoulders or arms, Tyrone needs their immediate attention. The notice must be posted where important information is posted on the left-hand side as staffs enter the room. Tyrone should be offered the choice of having access to prefer items or activities so that he would be more engaged and better behaved to reduce his undesired …show more content…
If Tyrone responds by placing an available option on his schedule, the staff must pair verbal with visual; for example, If Tyrone places the Dora Cardboard game icon on his schedule then the staff must say, “You would like to play Dora Cardboard game) b. If Tyrone remains still for more than 20 s, then the Preferred staff (residential councillor) must verify Tyrone’s choice by saying, “It looks like you are not planning to have to play Dora Cardboard game today. Is that correct?” If Tyrone agrees, then the preferred staff must use a least-to-most assistive strategy to prompt Tyrone to move both Dora Cardboard game or do literacy work sheet icons to the “Not Today” section of his visual schedule. 3. If Tyrone places a Dora on his schedule for the day, then the DSW must point to the corresponding options while asking, “Would you like me, the Developmental Services Worker or the Primary councillor to help you play Dora today?” a. If Tyrone responds by placing an available option on his schedule, then the staff should verbalize Tyrone’s choice. For example, if Tyrone places the residential councillor (me) icon next to the Dora cardboard game icon on his schedule, then the staff must say, “You would like the me to help you with your bath
In Tommy’s case study there is information provided that describe his behavior and objectives. To start with, on Tommy ‘s case study background information it mentions that he doesn’t like new people. Tommy gets very quiet and fearful. Tommy has been diagnosed with bipolar disorder as it serves severe emotional behavior disorder. There are actually two behavior targets that the team at school is concerned at the time. First one, Tommy has verbal outbursts. For example, when Tommy is done with his assignments he yells at his teacher's letting them know that he is done with his assignment. Tommy calls other students names that are not proper base on the school regulations. Tommy keeps having trouble controlling what he is saying. Tommy’s second behavior is a physical class disruption. By that, Tommy is actually throwing class’ materials across the room. Grabbing papers and throwing them to the floor. (Case Study)
George disrupts the class by conversing with other and not raising his hand. This behavior is prominent form the beginning of the day to the end. He constantly disrupts the class by shouting out at inappropriate times. This lack of self-control causes a halt in the lesson. The teacher typically relies on the classroom aide to resolve the issue, but his behavior is only corrected for five minutes. If George doesn’t have a 1:1 approach, he is unable to complete any of his work and inevitably gets himself into
Whether it was in school, the classroom or the home environment students with disabilities may exhibit various behavioral problems. Occasionally, these behaviors are hostile, aggressive, and disruptive and may impede learning for the ones who display such behaviors as well as others. It often a challenge to deliver a lesson or maintain control of the class due to the fact that teacher may not have sufficient knowledge on how to manage these types of behaviors. In “When the Chips are Down” Richard Lavoie give helpful advice that emphasizes on dealing with behavioral issues in a successful manner and also how these problems can be anticipated before they start.
1. Your uncle consumes a quart of whiskey per day; he has trouble remembering the names of those around him.
Creating ways to handle problems with guidance approach are very much like a journey to me. Teachers practice guidance when they help children to learn from their mistakes, rather than punish them for mistake they make, and it should not be considered as misbehaviour, but as mistaken behaviour. This reminds us that Child is just at the beginning of a lifelong learning process. At this stage we all make mistakes. Mistaken behaviour is made up of three different levels which in themselves explain each level in the learning process as they lack the experience and interaction to know the difference and therefore make errors in judgement in their actions. The three levels
It is rare to find one behavioral intervention that addresses the function of a problem behavior in each situation and setting. Positive behavioral support strategies should therefore include multicomponent intervention plans. Begin by developing a hypothesis regarding the undesirable behavior. The hypothesis statement is a summary of the evidence collected in the functional assessment.
When I think of abnormal behavior, the first thing that comes to mind is one of my aunt’s. She committed suicide when I very young, so early 1970’s. As I got older, inevitably stories of her would arise during holiday get togethers. She was married with three children and in her early thirties, residing in Florida, when she walked out and away from her husband and small children. For over a year, no one knew what happened to her, she made no effort to contact anyone. Eventually, the Salvation Army somewhere in Michigan called my grandmother and they sent her home on a bus. She never returned to her husband or children. The doctors diagnosed her as a paranoid schizophrenic. My mother told me that when she was on her medication she was fine, but once she felt “fine”, she would stop her medication. When the medication left her system, she became anxious and afraid. She once chased my grandmother, who was in her late sixties down the driveway with an ax, because she thought her mother was trying to kill her. After several inpatient stays in mental hospitals, she came back home again and she was doing good. She left my grandmother’s one night while everyone was sleeping, made it approximately fifteen miles away to a lake.
“This one will live. This one will live,” I told myself persistently as nothing more than lifeless children were being given to me. With every death, my passion for children grew a bit greater until before I knew it, that passion grew into an obsession. After ten sorrow-filled, stillborn children, it occured to me that the passionate attitude I give to everything I care about influences my behaviors both positively and negatively. For instance, I am aware that other women view me as easy when it comes to romantic relationships. After awhile, I learned how to ignore them because they don’t know that it is my desire to love and care, not a lack of
Martin, G., & Pear, J. (1999). Behavior Modification: What it is and How to do it. Prentice Hall, Upper Saddle River, New Jersey.
Just about everyone has done something that someone else disapproves of. In fact, almost all of us have done something we ourselves have reservations or second thoughts about. Perhaps we’ve stolen something, or told a lie, or gossiped about another person in an especially nasty way. Maybe on occasion we’ve gotten drunk, of high, or driven too fast, or recklessly. Have we ever worn clothes that someone else thought was out of style, offensive, or ugly? Have we belched at the dinner table, or did we ever break pick our nose in public? Maybe we failed to show up for an important class or read a crucial assignment, or permitted our eyes to wonder onto a neighbor’s answers during an exam. Do we like a television program that someone else finds stupid and boring? Didn’t we once date someone our parents and friends didn’t like? Maybe our religious beliefs and practices don’t agree with those of some other members of our society; it could be that they would regard us as too religious or not religious enough. For some people we may be too liberal, too conservative, or too much of a loser. Does someone else consider us too short or tall, too plain of exotic, to thin or heavy, too dark or to light skinned? The number of possible ways that what we believe, or do or are, could be judged negatively by others is infinite.
The school board is no longer certain fiction and novels have a place in the curriculum. But in fact, fiction and novels should stay within the curriculum because they tackle and normalize subjects that we usually wouldn’t talk about in society. Such as mental illnesses like panic disorders and social anxiety. It also introduces us to new types of mental illnesses we are not familiar with such as panic disorders. And finally, it’s interesting to read conflicts and see it get tense.
Behavior Modification and it Application to a Variety of Behaviors Within in an Educational Setting
Understanding why the student acted out can help prevent the student from being misunderstood, reduce dropouts, and guide the student to correct their behavior. If we try to understand why the student is acting up, we can prevent the child from being misunderstood. An article by David Bulley describes a situation like this. A student, Cindy, had thrown a lunch tray and several other items at two boys. Bulley
Anecdotal Notes Before Intervention • Adam has a habit of getting distracted by objects at this desk. He especially likes chewing and sucking on his pencil, erasers, and markers. He also doodles, both on paper and his skin. Moving his supplies away does not solve the issue because then he starts playing with his shoes or talking to a peer. • Adam becomes frustrated when he is not called on, despite raising his hand.
In handling his students’ inappropriate behavior, Mr. Swan should follow this approach. If the students continue to talk loudly, use tools inappropriately, and hit at each other, he should use a punisher. These behaviors could include the verbal or nonverbal communications for the purpose of stopping behaviors or even a detention. When the students start doing well, they should be reinforced and rewarded for doing good. Reinforcement improves student motivation and it will be effective in helping Mr. Swan handle these students’ inappropriate behaviors.